Exploring the Impact of Augmented Reality in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review.
International journal of environmental research and public health
Autistic Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by persistent difficulties in communication and social interaction along with a restriction in interests and the presence of repetitive behaviors. The development and use of augmented reality technology for autism has increased in recent years. However, little is known about the impact of these virtual reality technologies on clinical health symptoms. The aim of this systematic review was to investigate the impact of augmented reality through social, cognitive, and behavioral domains in children and adolescents with autism. This study is the first contribution that has carried out an evidence-based systematic review including relevant science databases about the effectiveness of augmented reality-based intervention in ASD. The initial search identified a total of 387 records. After the exclusion of papers that are not research studies and are duplicated articles and after screening the abstract and full text, 20 articles were selected for analysis. The studies examined suggest promising findings about the effectiveness of augmented reality-based treatments for the promotion, support, and protection of health and wellbeing in children and adolescents with autism. Finally, possible directions for future work are discussed.
10.3390/ijerph17176143
Applicability and Effectiveness of Social Competence Group Intervention on Adults with Autism Spectrum Disorder in a Chinese Context: A Community-Based Study with Self- and Parent-Report.
Leung Cecilia Nga Wing,Chan Raymond Won Shing,Yeung Miko Yik Chui,Tsui Henry Chi Hang
Journal of autism and developmental disorders
Social competence training for adults with ASD were limited in comparison to intervention for children or adolescents. CBT-CSCA is a culturally-sensitive social competence training specially developed for adolescents in Hong Kong. With its demonstrated effectiveness, the current study outlined the adaptions of its adult version, CBT-CSCA (Adult) and examined its treatment effectiveness. Thirty-six adults (aged 18-29 years, with a FSIQ above 80) completed the intervention. Significant improvements were shown in overall social competence, from both self- and parent-report, and negative mood. Participants also reported satisfactory knowledge gain and confidence in applying content learnt after each session. The study provided evidence support to the applicability and effectiveness of social competence training for adults with ASD in the Chinese culture.
10.1007/s10803-019-04066-1
"Bill is now singing": joint engagement and the emergence of social communication of three young children with autism.
Vaiouli Potheini,Grimmet Kharon,Ruich Lawrence J
Autism : the international journal of research and practice
Young children with autism spectrum disorder meet significant challenges in joint attention skills and in social communication. A child-centered, improvisational, music therapy intervention model was implemented to promote engagement in three young children with autism in a kindergarten classroom. A multiple baseline design compared the children's performance through three phases of intervention: focus on faces, response to joint attention, and initiation of joint attention. A complimentary qualitative analysis of teacher and parent experiences allowed for an in-depth understanding of the role of social environment in supporting emerging social communication skills among three children. As all children showed improvement in joint attention and actions of social engagement, this study bears evidence on the potential of music therapy as a promising intervention for promoting social skills of young children with autism spectrum disorder.
10.1177/1362361313511709
Mixed Reality, Full-Body Interactive Experience to Encourage Social Initiation for Autism: Comparison with a Control Nondigital Intervention.
Crowell Ciera,Sayis Batuhan,Benitez Juan Pedro,Pares Narcis
Cyberpsychology, behavior and social networking
Despite a proliferation in digital intervention tools for autism, many studies lack comparison with standard intervention tools, and are not evaluated with objective and standardized measures. In this article, we present research on the potential of mixed reality (MR) experiences using full-body interaction to foster social initiation behaviors in children with autism while playing with a child without autism, in a face-to-face colocated configuration. The primary goal was to test whether practicing socialization in a virtual environment catered toward individuals with autism spectrum disorders (ASDs) could be a way to reduce anxiety while simultaneously forming collaborative behavioral patterns. Building on the results of a preliminary study, this second phase compares our system with a typical LEGO social intervention strategy using construction tools and toys as an aid to the psychologist, therapist, or caregiver. Results are based on four data sources: (a) video coding of the externally observed behaviors during the video-recorded play sessions, (b) log files of our system showing the events triggered and the real-time decisions taken, (c) physiologic data (heart rate variability and electrodermal activity) gathered through child-appropriate wearable, (d) and a standardized anxiety questionnaire. The results obtained show that the MR setting generated as many social initiations as the control condition, and no significant difference existed in the reported anxiety levels of the children after playing in the two conditions.
10.1089/cyber.2019.0115
A systematic review of school-based interventions targeting social communication behaviors for students with autism.
Sutton Bronwyn M,Webster Amanda A,Westerveld Marleen F
Autism : the international journal of research and practice
Initiating and responding to peers are social communication behaviors which are challenging for students with autism. We reviewed intervention studies set in mainstream elementary schools, which targeted these behaviors and reported on intervention outcomes as well as the resources required for their implementation. A total of 22 studies met the criteria for inclusion. Findings suggest that school-based interventions can increase the frequency and duration of initiating and responding behaviors in elementary school aged students with autism. These interventions were resource-intensive and usually delivered by researchers or teaching assistants away from the classroom. Future research should build on this emerging evidence base to consider interventions which could be implemented by classroom teachers as part of the classroom program.
10.1177/1362361317753564
A Pilot Randomised Control Trial of Digitally-Mediated Social Stories for Children on the Autism Spectrum.
Hanrahan R,Smith E,Johnson H,Constantin A,Brosnan M
Journal of autism and developmental disorders
Social stories is a widely used intervention for children on the autism spectrum, particularly within an educational context. To date, systematic reviews and meta analyses of the research evaluating social stories has produced mixed results, often due to a lack of methodological rigour and variability in the development and delivery of the social stories. To address the gap in methodological rigour, a pilot Randomised Control Trial (RCT) was conducted, incorporating a social stories intervention group (n = 9 children on the autism spectrum) and an attentional control group who received a poem (n = 6 children on the autism spectrum) using a digital platform to address variability. Digitally-mediated social stories were found to be effective in producing beneficial changes in behaviour outcomes, which were sustained at a six-week follow up.
10.1007/s10803-020-04490-8